The Role of Institutional Practice, Non-Educational Actors and Social Networks in Shaping Refugee Student Lifeworlds in Ugandan Higher Education

Autor/inn/en	Najjuma, Rovincer; Gallagher, Michael; Nambi, Rebecca
Titel	The Role of Institutional Practice, Non-Educational Actors and Social Networks in Shaping Refugee Student Lifeworlds in Ugandan Higher Education
Quelle	In: Transformation in Higher Education, 7 (2022), Artikel 184 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Najjuma, Rovincer) ORCID (Gallagher, Michael) ORCID (Nambi, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2415-0991
Schlagwörter	Refugees; Social Networks; Higher Education; Educational Practices; Educational Policy; Private Colleges; Public Colleges; Foreign Countries; College Students; Administrators; Organizations (Groups); Professional Personnel; Role; Student Welfare; Student Participation; Uganda + Suchen Sie Ihr Suchwort? Flüchtling; Social network; Soziales Netzwerk; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Politics of education; Bildungspolitik; Privathochschule; Ausland; Collegestudent; Personalbestand; Rollen; Studentenseelsorge; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Background: Participation in higher education can be empowering for refugees, yet this participation is contingent on a range of structures, practices and policies, many of which are not readily accessible. Aim: Informed by Habermas' lifeworlds, this study examined higher education meso-level institutional practices and how non-higher education actors support access and participation of refugee students. Setting: This research was conducted with: (1) refugee students in three private universities and one public university representing several regions in Uganda; (2) administrative staff from these same universities; and (3) staff from non-higher education support organisations that help navigate universities for refugee students. Methods: Data were generated through desk research identifying policy language, a survey and 25 semi-structured interviews with students and staff at universities and staff at support organisations. Results: Institutional policy homogeneously frames refugee students as international students, which in turn has a cascading impact on the lifeworlds of these students. The first theme includes university policies and administrative practices which structure the lifeworlds of these students. The second is the role of non-higher education supporting organisations that focus on refugee support and education. The third theme describes how non-academic structures, such as clubs and social networks designed to meet the students' social welfare, are contingent in structuring the lifeworlds of these students. Conclusion: These themes interoperate and have a structuring effect on the lifeworlds of these students. The cascading impact of classifying refugee students as international students deserves further scrutiny, particularly in its impact on institutional and individual student patterns of participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01